ncert class 10

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Textbook in Historyfor Class XII


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Textbook in Historyfor Class XII


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F i r st E d i t i o n

January 2007 Magha 1928

Rep r i n t e d

December 2007 Pausa 1 929

December 2008 Pausa 1 930

PD 60T MJ

Na t i o na l Counc i l o f Educ a t i o na l

Res ea r c h and T r a i n i n g , 200 6

Rs 60.00

Printed on 80 GSM pap er w ith NCERT

watermark

Published at the Publication Departmentby the Secretary, National Council ofEducational Research and Training,Sri Aurobindo Marg, New Delhi 110 016

and printed at .......

ISBN 81-7450-651-9

ALL RIGHTS RESERVED

No part of this publication may be reproduced, stored in a retrieval system ortransmitted, in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise without the prior permission of the publisher.

This book is sold subject to the condition that it shall not, by way of trade, be

lent, re-sold, hired out or otherwise disposed of without the publishersconsent, in any form of binding or cover other than that in which it is published.

The correct price of this publica tion is the price printed on this page, Any

revised price indicated by a rubber stamp or by a sticker or by any other meansis incorrect and should be unacceptable.

Publication Team

Head, Publication : Peyyet i Rajakum arDepartment

Chief Production : Shiv KumarOfficer

Chief Editor : Shveta UppalChief Business : Gautam GangulyManager

Assistant ProductionOfficer : Atul Saxena

Cover a nd La you t

Arrt Creations, New Delhi

Ca r t o g r aph y

K Varghese

OFFICES OF THE PUBLICATION

DEPARTMENT, NCERT

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FOREWORD

The Nat iona l Cur r icu lum Framework(NCF), 2005, recommends thatchildrens life at school must be linked to their life outside the school.

This principle marks a departure from the legacy of bookish learning

which continues to shape our system and causes a gap between the

school, home and community. The syllabi and textbooks developed on

the basis of NCF signify an attempt to implement this basic idea. They

also attempt to discourage rote learning and the maintenance of sharp

boundaries between different subject areas. We hope these measures

will take us significantly further in the direction of a child-centred

system of education outlined in theNation al Policy on Edu cation(1986).

The success of this effort depends on the steps that school

principals and teachers will take to encourage children to reflect on

their own learning and to pursue imaginative activities and questions.

We must recognise that, given space, time and freedom, children

generate new knowledge by engaging with the information passed on

to them by adults. Treating the prescribed textbook as the sole basis

of examination is one of the key reasons why other resources and

sites of learning are ignored. Inculcating creativity and initiative is

possible if we perceive and treat children as participants in learning,

not as receivers of a fixed body of knowledge.

These aims imply considerable change in school routines and

mode of functioning. Flexibility in the daily time-table is as necessaryas rigour in implementing the annual calendar so that the required

number of teaching days are actually devoted to teaching. The

methods used for teaching and evaluation wil l also determine how

effective this textbook proves for making childrens life at school a

happy experience, rather than a source of stress or boredom. Syllabus

designers have tried to address the problem of curricular burden by

restructuring and reorienting knowledge at different stages with

greater consideration for child psychology and the time available for

teaching. The textbook attempts to enhance this endeavour by giving

higher priority and space to opportunities for contemplation and

wondering, discussion in small groups, and activities requiring hands-on experience.

The National Council of Educational Research and Training

(NCERT) appreciates the hard work done by the textbook development

committee responsible for this book. We wish to thank the Chairperson

of the advisory group in Social Sciences Professor Hari Vasudevan

and the Chief Advisor for this book, Professor Neeladri Bhattacharya,

Centre for Historical Studies, J awaharlal Nehru University, New Delhi

for guiding the work of this committee. Several teachers contributed

to the development of this textbook; we are grateful to their principals

for making this possible. We are indebted to the institutions and


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organisations which have generously permitted us to draw upon their

resources, material and personnel. We are especially grateful to the

members of the National Monitoring Committee, appointed by the

Department of Secondary and Higher Education, Ministry of HumanResource Development under the Chairpersonship of Professor Mrinal

Miri and Professor G.P. Deshpande, for their valuable time and

contribution. As an organisation committed to the systemic reform

and continuous improvement in the quality of its products, NCERT

welcomes comments and suggestions which will enable us to

undertake further revision and refinement.

Director

New Delhi National Council of Educational

20 November 2006 Research and Training

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DEFINING THE FOCUS OF STUDY

What defines the focus of this book? What does it seek to do? Howis it linked to what has been studied in earlier classes?

In Classes VI to VIII we looked at Indian history from earlybeginnings to modern times, with a focus on one chronological

period in each year. Then in the books for Classes IX and X, theframe of reference changed. We looked at a shorter period of time,

focusing specifically on a close study of the contemporary world.

We moved beyond territorial boundaries, beyond the limits of nationstates, to see how different people in different places have played

their part in the making of the modern world. The history of Indiabecame connected to a wider inter-linked history. Subsequently in

Class XI we studied Themes in Wor ld H is tory, expanding our

chronological focus, looking at the vast span of years from thebeginning of human life to the present, but selecting only a set of

themes for serious exploration. This year we will study Themes inInd ian H is tory.

The book begins with Harappa and ends with the framing of the

Indian constitution. What it offers is not a general survey of fivemillennia, but a close study of select themes. The history books in

earlier years have already acquainted you with Indian history. It istime we explore some themes in greater detail.

In choosing the themes we have tried to ensure that we learn

about developments in different spheres economic, cultural, social,political, and religious even as we attempt to break the boundaries

between them. Some themes in the book will introduce you to thepolitics of the time and the nature of authority and power; others

explore the way societies are organised, and the way they function

and change; still others tell us about religious life and ritualpractices, about the working of economies, and the changes within

rural and urban societies.Each of these themes will also allow you to have a closer look at

the historians craft. To retrieve the past, historians have to find

sources that makes the past accessible. But sources do not justreveal the past; historians have to grapple with sources, interpret

them, and make them speak. This is what makes history exciting.The same sources can tell us new things if we ask new questions,

and engage with them in new ways. So we need to see how historiansread sources, and how they discover new things in old sources.

But historians do not only re-examine old records. They discover

new ones. Sometimes these could be chance discoveries.Archaeologists may unexpectedly come across seals and mounds

that provide clues to the existence of a site of an ancient civilisation.

Rummaging through the dusty records of a district collectorate ahistorian may trip over a bundle of records that contain legal cases

of local disputes, and these may open up a new world of village lifeseveral centuries back. Yet are such discoveries only accidents? You

may bump into a bundle of old records in an archive, open it up

and see it, without discovering the significance of the source. The


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source may mean nothing to you unless you have relevant questions

in mind. You have to track the source, read the text, follow the clues,and make the inter-connections before you can reconstruct the past.

The physical discovery of a record does not simply open up thepast. When Alexander Cunningham first saw a Harappan seal, hecould make no sense of it. Only much later was the significance of

the seals discovered.In fact when historians begin to ask new questions, explore new

themes, they have to often search for new types of sources. If we

wish to know about revolutionaries and rebels, official sources canreveal only a partial picture, one that will be shaped by official

censure and prejudice. We need to look for other sources diariesof rebels, their personal letters, their writings and pronouncements.

And these are not always easy to come by. If we have to understand

experiences of people who suffered the trauma of partition, then

oral sources might reveal more than written sources.As the vision of history broadens, historians begin tracking new

sources, searching for new clues to understand the past. And when

that happens, the conception of what constitutes a source itself

changes. There was a time when only written records wereacknowledged as authentic. What was written could be verified,

cited, and cross checked. Oral evidence was never considered a validsource: who was to guarantee its authenticity and verifiability? This

mistrust of oral sources has not yet disappeared, but oral evidence

has been innovatively used to uncover experiences that no otherrecord could reveal.

Through the book this year, you will enter the world of historians,

accompany them in their search for new clues, and see how theycarry on their dialogues with the past. You will witness the way

they tease out meaning out of records, read inscriptions, excavatearchaeological sites, make sense of beads and bones, interpret the

epics, look at the stupas and buildings, examine paintings andphotographs, interpret police reports and revenue records, and

listen to the voices of the past. Each theme will explore the

peculiarities and possibilities of one particular type of source. Itwill discuss what a source can tell and what it cannot.

This is Part I of Themes in Ind ian His tory ,Parts II and III will

follow.

NEELADRIBHATTACHARYAChief Advisor, History

v i i i


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TEXTBOOKDEVELOPMENTCOMMITTEE

CHAIRPERSON, ADVISORYCOMMITTEEHari Vasudevan, Professor,Department of History, University of Calcutta, Kolkata

CHIEFADVISORNeeladri Bhattacharya, Professor, Centre for Historical Studies,

J awaharlal Nehru University, New Delhi (Theme 10)

ADVISORSKumkum Roy, Ass ociat e Professor,Centre for Historical Studies,


Monica J uneja, Guest Professor, Institut Furgeschichte, Viennna, Austria

TEAMMEMBERS

Beeba Sobti, P.G.T. His tory, Modern School, Barakhamba Road, New Delhi

C.N. Subramaniam, Eklavya, Kothi Bazar, Hoshangabad (Theme 7)

Farhat Hassan, Reader,Department of History, Aligarh Muslim University,

Aligarh, UP (Theme 5)

J aya Menon, Reader,Department of History, Aligarh Muslim University,

Aligarh, UP (Theme 1)

Kunal Chakrabarti, Professor, Centre for Historical Studies,


Meenakshi Khanna, Reader in History, Indraprastha College,

University of Delhi, Delhi (Theme 6)

Muzaffar Alam, Professor of South Asian History , University of Chicago, Chicago, USA

Najaf Haider, Associate Professor,Centre for Historical Studies,


Partho Dutta, Reader,Department of History, Zakir Hussain College

(Evening Classes), University of Delhi, Delhi (Theme 12)

Prabha Singh, P.G.T. Hi story , Kendriya Vidyalaya, Old Cantt., Telliarganj,

Allahabad, UP

Rajat Datta, Professor,Centre for Historical Studies,


Ramachandra Guha, f reelance w r i ter , anthropologistand h is to r ian ,

Bangalore (Theme 13)

Rashmi Paliwal, Eklavya, Kothi Bazar, Hoshangabad

Rudrangshu Mukherjee, Execut ive Edi tor , The Telegrap h, Kolkata (Theme 11)

Smita Sahay Bhattacharya, P.G.T. Hist ory , Blue Bells School,

Kailash Colony, New Delhi

Sumit Sarkar, Formerly Professor of History ,University of Delhi, Delhi (Theme 15)

Uma Chakravarti, Formerly Reader in History, Miranda House,

University of Delhi, Delhi (Theme 4)

Vijaya Ramaswamy, Professor,Centre for Historical Studies,


MEMBER-COORDINATORS

Anil Sethi, Professor,DESSH, NCERT, New Delhi (Theme 14)

Seema S. Ojha, Lecturer, DESSH, NCERT, New Delhi


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ACKNOWLEDGEMENTS

Themes in Indian History, Part Iemerged out of several discussionswithin the team amongst subject experts/ authors from universities,

school teachers and professionals from NCERT. We would like tothank all those who participated enthusiastically and pooled

together their intellectual resources and experience to produce thisbook.

Several people commented extensively on draft chapters, helping

us improve on the text and clarify issues. We are particularly gratefulto our young readers, Meera and Sandhya Visvanathan whose

suggestions and comments helped us sharpen the presentation,and to Baisakh Chakrabarti for his encouragement. The suggestions

of the members of the Monitoring Committee, Prof. J . S. Grewal and

Ms Shobha Bajpai, were very useful.Prof. B.D. Chattopadhyaya made time for the project inspite of

several pressing personal problems, and offered critical advice.Others who offered valuable suggestions include Prof. Ranabir

Chakravarti, Prof. Upinder Singh and Dr Supriya Varma. We are

also grateful to Dr Naseem Akhtar, Mr Virendra Bangroo and DrSuresh Mishra for advice on specific visuals and texts. Ms Samira

Verma provided unfailingly prompt support for visual and textualresearch.

We would like to thank all the institutions and individuals who

provided the visual resources for the book: the American Instituteof Indian Studies, Gurgaon, the Archaeological Survey of India, the

Centre for Cultural Resources and Training, the Indira GandhiNational Centre for the Arts, the National Manuscript Mission, and

the National Museum. We are particularly grateful to Prof. Gregory

L. Possehl for visual material used in Theme One, and to Mr. R.R.S.Chauhan and Mr. J .C. Grover, National Museum, as also to

Mr. R.C. Das, CIET, NCERT for photographs from the NationalMuseum. Mr. K. Varghese, J awaharlal Nehru University, provided

the maps.

Ms Shyama Warner copyedited and proof read the book whileMs Ritu Topa and Mr. Animesh Roy of Arrt Creations, New Delhi,

designed it. We would like to thank them all for the patience, care,and passion they brought to the task.

We would also like to thank Mr. Albinus Tirkey and Mr. ManojHaldar for technical support and assistance.

Finally, we look forward to feedback from the users of the book,

which will help us improve it in subsequent editions.


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PART I

THEMEONE 1BRICKS, BEADS AND BONESThe Harappan Civilisation

THEMETWO 28KINGS, FARMERS AND TOWNSEarly States and Economies(c.600 BCE-600 CE)

THEMETHREE 53KINSHIP, CASTE AND CLASSEarly Societies(c. 600 BCE -600 CE)

THEMEFOUR 82THINKERS, BELIEFS AND BUILDINGSCultural Developments(c. 600 BCE -600 CE)

PART II*

THEMEFIVETHROUGH THE EYES OF TRAVELLERS:Perceptions of Society(c. tenth to seventeenth centuries)

THEMESIXBHAKTI SUFI TRADITIONS:Changes in Religious Beliefs and Devotional Texts(c. eighth to eighteenth centuries)


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THEMESEVEN

AN IMPERIAL CAPITAL: VIJ AYANAGARA(c. fourteenth to sixteenth centuries)

THEMEEIGHTPEASANTS, ZAMINDARS AND THE STATE:Agrarian Society and the Mughal Empire(c. sixteenth-seventeenth centuries)

THEMENINEKINGS AND CHRONICLES:The Mughal Courts

(c. sixteenth-seventeenth centuries)

PART III*

THEMETEN

COLONIALISM AND THE COUNTRYSIDE:Exploring Official Archives

THEMEELEVEN

REBELS AND THE RAJ :1857 Revolt and its Representations

THEMETWELVECOLONIAL CITIES:Urbanisation, Planning and Architecture

THEMETHIRTEENMAHATMA GANDHI AND THENATIONALIST MOVEMENT:Civil Disobedience and Beyond

THEMEFOURTEENUNDERSTANDING PARTITION:Politics, Memories, Experiences

THEMEFIFTEENFRAMING THE CONSTITUTION:The Beginning of a New Era

*Par ts I I and I I I w i l l fo l low


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How to use this book

This is Part I of Themes in Ind ian History ,Parts II and III will follow.

Each chapter is divided into numbered sections and

subsections to facilitate learning.

You will also find other material enclosed in boxes.

Each chapter ends with a set of t i m e l i n e s . This is to be treated as

background information, and n o t f o r ev a l u a t i o n .

There are f i g u r es , map s and sou r ces numbered sequentially through

each chapter.

(a) Figuresinclude illustrations of artefacts such as tools, pottery, seals,coins, ornaments etc. as well as of inscriptions, sculpture, paintings,

buildings, archaeological sites, plans and photographs of people and

places; visual material that historians use as sources.

(b) Each chapter has maps.

(c) Sources are enclosed within separate boxes: these contain

excerpts from a wide variety of texts and inscriptions. Bothvisual and textual sources will help you acquire a feel for the

clues that historians use. You will also see how historiansanalyse these clues. The final examination can include

excerpts from and/ or illustrations of identical/ similarmaterial, providing you with an opportunity to handle

these.

Shortmeanings

AdditionalInformation More elaboratedefinitions

Sources

These are meant to assist and enrich the learning process,but are n o t i n t en d e d f o r ev a l u a t i o n .

These contain:


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There are tw ocategories of i n t ex t q u es t i o n s:

(a) those within a yellow box, which may be used for practice for eva l u a t i o n.

(b) those with the captionDiscuss...which aren o t f o r e va l u a t i o n

There aref o u r t y p e s of assignments at the end of each chapter:

These include:

projects

short questions

These are meant to provide practice for the final assessment and evaluation.

short essays

map work

Hope y ou enjoy u sing this book.

ncert class 10

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